Essentials for Effective Communication Communication should not happen only as the reaction to an academic or disciplinary problem. Consistent, periodic communication helps parents and community members become familiar with the process of schooling and feel comfortable sharing their own goals with school leaders. Newsletters and local broadcasts over radio and television are common mechanisms for communicating to parents and the community and are quickly being supplemented by Web pages and listservs. Just remember to communicate regularly, whatever mechanism you choose for delivery. Businesses and community organizations also appreciate receiving periodic information from the school. The community at large should feel comfortable approaching the school and communication will help generate an atmosphere of trust. This provides a strong base of support when schools seek funding or undertake large initiatives. A community will quickly turn away from schools that only come calling when they want something. Tips for Communicating to Parents and the Community Soleil gregg of AEL, a nonprofit educational and research organization that hosts one of the nation's 10 regional educational laboratories sponsored by the U.S. Department of Education, provides these tips for school communications Be proactive Get to know parents and community members. Don't let a problem be your first contact with them. Create informal opportunities for communication to establish a friendly, cooperative atmosphere for future contacts. Encourage ongoing, two-way communication. Let parents and community members know that you welcome their ideas and input and will take their suggestions and concerns to heart. Share information about local, state, and federal education initiatives and your school's programs and vision for learning. Be informed Consider parents and community members as resources. Consult with them about particular problems or education issues: e.g., factors that might affect a student's learning or behavior and what approaches and strategies they have found to be helpful. Gather up-to-date information about issues from respected sources—newspapers, professional journals and texts, Web sites, etc. Besides helping you design better strategies to meet your school or classroom needs, the information may also be useful to parents and community members. Parents and others often look to teachers for advice on any matter related to school. Consult with school and district administrators or resource personnel for information about school policies or preferred practices relevant to the issue at hand. Be positive Hold high expectations for learning and behavior. Let parents know exactly what is expected of their child, what you do to teach and reinforce these skills and behaviors in the classroom, and how they can support the child's learning at home. Inform parents about their child's progress toward instructional and behavioral goals, and let them know about nonacademic accomplishments as well. Be a goodwill ambassador for your school in the community, recognizing community support and celebrating student and school success. Be prepared Define and document the problem or need that impedes achieving education goals. What is its source and scope? For behavioral issues, how often and in what context does the behavior occur? How does the problem or need affect the child, the school, and/or the community? What steps have been taken to address it, and with what results? Plan a strategy for next steps, soliciting input and support from parents and/or community members. Be ready to suggest concrete options for addressing the problem, including the goals of the intervention or project what you will do how parents or community members can help how progress toward goals will be measured and communicated next steps based on evaluation of results Be respectful Treat people the way you want to be treated. All parents appreciate those who have their child's best interests at heart. Respect cultural and ethnic differences, and try to see the parents' or community's perspective. Even if you disagree about how to approach a problem, seek common ground, assuming that people are doing the best they can with the knowledge and resources at hand to do what's right for their child or community. Let them know that you respect their opinions and are committed to working with them as partners to ensure their child's—and all children's—success in your school.